State/GSE's:
PS1 - All living and nonliving things are composed of matter having characteristics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
4b. Students demonstrate an understanding of the states of matter by predicting the effects of heating and cooling on the physical state, volume and mass of a substance.
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50 min
Students will be participating in a lab that involves comparing the viscosity of Heinz ketchup versus store bought ketchup.
Students will then read about liquids from the text.
Opportunities to Learn:
Depth of Knowledge:
Level 1,2,&3. Students will measure viscosity of different liquids. Observations will be made by students about the rate that liquids flow. Students will form conclusions using the observational data on the graphs they constructed.
Prerequisite Knowledge:
By this time students should have been introduced to viscosity and tested different liquids' ability to flow. Do they know how to "measure viscosity?"
Plans for Differentiating Instruction:
"A" group reads pages 45-46 from text and works with partners fore (sic) the lab. "B" group reads page 9 from "Matter,Matter,Everywhere" and completes lab as a class. Students will learn from "hands-on" activity and by relating ketchup to real life experience.
Accommodations and modifications:
Small group activity if needed instead of whole class. Braille will be provided if needed. Any allergies need to be addressed. Teacher guided. Please describe the accommodations that you will need to make more completely.
Environmental factors:
Cooperative learning environment (sic) and inclusion. Teacher guided inquiry.
Materials:
Heinz ketchup, store brand ketchup, lab sheet, stop watch, paper plates, rulers, wax paper.
Objectives:
Students will learn about viscosity and compare liquids. Student will apply an operational definition of viscosity to compare liquids. What about inquiry? Will they be learning anything about experimentation?
Instruction:
Opening:
Teacher comments on the "let's race" activity from prior class. Tells the students they will be doing a similar activity using two kinds of ketchup. What will you say? What questions will you ask?
Engagement:
Teacher asks students "How many of you have eaten ketchup before?" "Have you ever turned the bottle upside down and waited for the ketchup to come out?" "Sometimes it seems like it takes a long time" Teacher explains ketchup has high viscosity. Teacher supplies students with lab sheet to record their data and materials for the experiment. Teacher gives the class 15-20 min to complete the experiment. Class shares findings and observations briefly.
This is a great activity. You need think it through some more and to add more detail to your plans.Students might be aware of the old ad campaign where Heintz claimed to have the slowest pouring ketchup and implied that it indicated higher quality. If you tell them that you're going to test these claims, they will be very interested. You should guide them through developing a procedure for a fair test and after they are finished, you should help them combine their results so they feel like they actually answered the question.
Your description is too brief to know whether this is what you're thinking or if you're just thinking about what students will be doing during the period. It is not enough to think about the doing (though they won't do anything useful if you don't guide them with clear instructions), you also have to think about what they are learning and what you're trying to teach.
Closure:
Class will then read about liquids,pg 45-46, together in text (pg 9 "B" group). Lab sheet handed in.
The reading is just a second activity. Actually, it is the fourth activity in the lesson: (Describe problem/task, collect data, combine data and discuss findings, and now read.)
Your closure should recap the day's activities and have students sum up with they've learned.
Lesson Plan
Lesson Title:
Class 6 Viscosity "Ketchup Race"State Standards: GLEs/GSEs:
State/GSE's:PS1 - All living and nonliving things are composed of matter having characteristics [properties] that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50 minStudents will be participating in a lab that involves comparing the viscosity of Heinz ketchup versus store bought ketchup.
Students will then read about liquids from the text.
Opportunities to Learn:
Depth of Knowledge:
Level 1,2,&3. Students will measure viscosity of different liquids. Observations will be made by students about the rate that liquids flow. Students will form conclusions using the observational data on the graphs they constructed.Prerequisite Knowledge:
By this time students should have been introduced to viscosity and tested different liquids' ability to flow. Do they know how to "measure viscosity?"Plans for Differentiating Instruction:
"A" group reads pages 45-46 from text and works with partners fore (sic) the lab. "B" group reads page 9 from "Matter,Matter,Everywhere" and completes lab as a class. Students will learn from "hands-on" activity and by relating ketchup to real life experience.Accommodations and modifications:
Small group activity if needed instead of whole class. Braille will be provided if needed. Any allergies need to be addressed. Teacher guided. Please describe the accommodations that you will need to make more completely.Environmental factors:
Cooperative learning environment (sic) and inclusion. Teacher guided inquiry.Materials:
Heinz ketchup, store brand ketchup, lab sheet, stop watch, paper plates, rulers, wax paper.Objectives:
Students will learn about viscosity and compare liquids. Student will apply an operational definition of viscosity to compare liquids.What about inquiry? Will they be learning anything about experimentation?
Instruction:
Opening:
Teacher comments on the "let's race" activity from prior class. Tells the students they will be doing a similar activity using two kinds of ketchup. What will you say? What questions will you ask?Engagement:
Teacher asks students "How many of you have eaten ketchup before?" "Have you ever turned the bottle upside down and waited for the ketchup to come out?" "Sometimes it seems like it takes a long time" Teacher explains ketchup has high viscosity. Teacher supplies students with lab sheet to record their data and materials for the experiment. Teacher gives the class 15-20 min to complete the experiment. Class shares findings and observations briefly.This is a great activity. You need think it through some more and to add more detail to your plans. Students might be aware of the old ad campaign where Heintz claimed to have the slowest pouring ketchup and implied that it indicated higher quality. If you tell them that you're going to test these claims, they will be very interested. You should guide them through developing a procedure for a fair test and after they are finished, you should help them combine their results so they feel like they actually answered the question.
Your description is too brief to know whether this is what you're thinking or if you're just thinking about what students will be doing during the period. It is not enough to think about the doing (though they won't do anything useful if you don't guide them with clear instructions), you also have to think about what they are learning and what you're trying to teach.
Closure:
Class will then read about liquids,pg 45-46, together in text (pg 9 "B" group). Lab sheet handed in.The reading is just a second activity. Actually, it is the fourth activity in the lesson: (Describe problem/task, collect data, combine data and discuss findings, and now read.)
Your closure should recap the day's activities and have students sum up with they've learned.
Assessment:
Lab sheet and participation in lab.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: